SUBJECT-METHODICAL COMPETENCE OF THE TEACHER THROUGH THE PRISM OF MENTORING IN THE EDUCATIONAL INSTITUTION

Abstract

Purpose – to specify the specifics of the formation of subject-methodological competence of the teacher on the example of the developed project of mentoring the individual trajectory of personal and professional development of the applicant of the first (bachelor’s) level of higher education. The study was conducted in accordance with personal and competence approaches. A group of theoretical methods was used: analysis of normative support of educational process in institutions of higher pedagogical education – to determine the relevance of the topic, practical methods: observation, study of educational documentation, development of pedagogical scenario, SWOT-analysis – to specify key definitions, project map development and subject formation program. The definition of mentoring in an educational institution as a special type of pedagogical partnership is given. This partnership combines an experienced mentor and a candidate of a certain level of higher pedagogical education (menti), when the latter seeks to gain relevant professional experience. Mentoring is a practical collaboration aimed at the success of mentoring. Provides clear chronological boundaries, mandatory feedback, selection of relevant methods for constructive models of action to achieve the goal. Subject-methodical competence of the teacher – a comprehensive ability of the teacher to know and use in professional activities a system of scientific and methodological knowledge, skills in a particular subject area, the ability to conduct classes effectively. The result of the project is the creation of online platforms for the presentation of authorial, collective work, a live textbook “Peer or Learning to teach”, handbooks for the information and consulting hub “Mentor – menti”.